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At least 19 recordsLinked to original sources
PubMed1992

Basic emotions, relations among emotions, and emotion-cognition relations.

From the cognitive theory perspective that emotions are cognition dependent and contain cognitive components, Ortony and Turner (1990) questioned the validity of the concept of basic emotions. They argued that the so-called basic emotions were neither psychologically or biologically "primitive" nor "irreducible building blocks" for generating the "great variety of emotional experiences." In the biosocial theory tradition, researchers have identified multiple noncognitive activators of emotion and demonstrated the usefulness of defining the essential components of emotion as phenomena that do not require cognitive mediators or constituents. In this framework, emotions are seen as basic because their biological and social functions are essential in evolution and adaptation. Particular emotions are called basic because they are assumed to have innate neural substrates, innate and universal expressions, and unique feeling-motivational states. The great variety of emotional experiences is explained as a function of emotion-cognition interactions that result in affective-cognitive structures.

Arousal↗
PubMed2026

Advancing nursing education through social and emotional learning: A systematic review guided by the Collaborative for Academic, Social, and Emotional Learning framework.

BACKGROUND: With Generation Z entering the nursing workforce in growing numbers, strengthening social and emotional learning is critical for academic success, professional adaptation, and safe practice. However, the existing evidence remains fragmented because of varied interventions and inconsistent approaches. OBJECTIVES: This systematic review examined (1) the social and emotional learning essential for nursing students and nurses within the Collaborative for Academic, Social, and Emotional Learning framework, (2) their impact on educational and clinical outcomes, and (3) implications for advancing nursing education and practice. METHODS: Following Joanna Briggs Institute methodology and Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, five international (PubMed, EMBASE, CINAHL, PsycINFO, Cochrane) and three Korean (RISS, KoreaMed, KMBASE) databases were searched up to June 2025. Eighteen studies involving 2,952 participants met the inclusion criteria, including quasi-experimental quantitative studies, descriptive quantitative studies, qualitative studies, and mixed-methods studies. The methodological quality of the included studies was appraised using the Mixed Methods Appraisal Tool. RESULTS: Within the Collaborative for Academic, Social, and Emotional Learning framework, relationship skills and self-management were the most frequently studied competencies, emphasizing teamwork, communication, and stress regulation. Self-awareness and social awareness were underexplored, despite their importance in empathy, resilience, and reflective practice. Responsible decision-making was the least studied competency, despite its importance in ethical reasoning. Social and emotional learning was consistently associated with enhanced adaptation, communication, leadership, relationships, and clinical performance. Effective strategies included blended learning, simulation, reflective activities, and mentorship, which are aligned with Generation Z's learning preferences. CONCLUSION: Although social and emotional learning integration is associated with improvements in educational and clinical outcomes in nursing, current research has largely centered on relational and stress-related competencies while underrepresenting responsible decision-making. To cultivate reflective, empathetic, and ethically grounded nurses, curricula should integrate social and emotional learning through a balanced and structured approach. REGISTRATION: This study was registered on PROSPERO (ID: CRD420251005683).

Humans↗
PubMed1977

Accuracy of vocal emotional communications among children and adults and the power of negative emotions.

Two tapes of six emotions (anger, fear, sadness, contentment, happiness, love) recorded by child and adult speakers were played to child and adult listeners to determine whether (a) each group of listeners responds more accurately to positive or negative emotions; (b) each group of speakers communicates positive or negative emotions more accurately; (c-g) there were specific ways in which children adn adults differ in accuracy of perceiving and communicating the six emotions studied. Two hundred and ten white, male, middle-class Ss were used. It was found that (a) all listener groups perceived negative emotions more accurately; (b) all speaker groups communicated negative emotions more accurately; (c) there was a developmental trend in the ability to accurately perceive vocal communication; (d) children and adults did not differ significantly in the ability to express emotions; (e) adults perceived fear more accurately; (f) children communicated fear more accurately; (g) adults communicated sadness more accurately than children.

Age Factors↗
PubMed1976

Children's understanding of their emotionally disturbed peers. I. The concept of emotional disturbance.

Study of the interpersonal relations of emotionally disturbed children has focused largely on relationships within the family. Theories of childhood psychopathology focus almost exclusively on the parent-child triad as the etiological core of childhood emotional disturbance (Frank, 1965). Far less attention has been paid to the role of extra-familial attitudes and relationships in childhood psychopathology. In a general way, the increasing importance of the peer group during childhood has been recognized, but researchers have hardly begun to consider whether and how the manifold aspects of relationships between the emotionally disturbed and their normal peers might bear on the course of the disturbance or its refractoriness to treatment (e.g., Solomon and Wahler, 1973). Nor have they considered peer group influences on the development of the emotionally disturbed child's perception of the world and his place within it. Despite increasing recognition of the early importance of peer relations, virtually no systematic information exists on the ways in which normal children view their emotionally disturbed peers. Our purpose in this paper is to report the first of several analyses of data from an initial investigation of children's understanding of their emotionally disturbed peers. Specifically, we wish to examine whether there is evidence that normal children do, in fact, perceive as emotionally disturbed the symptomatic and distressing behavior of peers that mental health professionals would recognize as indicative of psychopathology. Further, we wish to study these issues with respect to grade and sex differences.

Affective Symptoms↗
PubMed1978

An evaluation of rational-emotive imagery as a component of rational-emotive therapy in the treatment of test anxiety.

This study evaluated the efficacy of rational-emotive imagery as a component of rational-emotive therapy in reduction of college students' test anxiety. 11 volunteers met for 6 1-hr. group treatment sessions over a 3-wk. period. After 2 initial treatment sessions subjects were randomly assigned to groups given either rational-emotive therapy with rational-emotive imagery or rational-emotive therapy without imagery. Contrary to predictions, improvement between groups on self-report and performance measures was nonsignificant. Failure to obtain differences was attributed to similarities in content of treatment sessions and short treatment time. Combined groups reported significant improvement on all dependent measures. Although the study did not yield the predicted benefits of the imagery, results lend further support to the efficacy of rational-emotive therapy procedures in the reduction of test anxiety.

Adolescent↗
PubMed1975

[Psychoendocrinological study on the pituitary-adrenocortical system in rats. Part 2: The relationship of the nature of emotional stress and individual emotionality to plasma corticosterone (author's transl)].

In the previous paper the author described the effect of one kind of emotional stress (novel stimulus) on adrenocortical activity. In this study, two experiments were performed; the first experiment was to determine the relationship between the emotional state and adrenocortical response. The second experiment was to compare the effects of different kinds of emotional stress on corticosterone response. 1. An abnormal emotional state, i.e. a hyperemotional state, was induced by raising animals in a solitary condition for 3 weeks. Both group- and single-housed rats were subjected to repeated 3-min open field tests every day. At the first exposure to the stimulus, both rats responded with an almost identical rise of plasma corticosterone. In contrast with the group-housed animals, in which plasma corticosterone response to the stimulus diminished progressively during the repeated trials, plasma corticosterone in the single-housed rats continued to respond with almost the same magnitude as in the first trial. This indicates a defect in adaptation to a novel stimulus in rats raised alone. 2. Another type of emotional stress (communicated anxiety) was produced by an apparatus, called a communication box, in which test animals can sense the reaction of foot-shocked animals in the neighboring compartments. In contrast with the novel stimulus in the open field, the effect of communicated anxiety on plasma corticosterone did not diminish by repetition of the stimulus. This suggests that adaptation to a communicated anxiety stimulus is difficult to acquire as compared to that of a novel stimulus.

Adaptation, Psychological↗
PubMed1979

Hemispheric equality in reaction times to emotional and non-emotional nouns.

Twenty presentations of 6 emotional and 6 non-emotional words in mixed random orders were monaurally presented to the right or left ear. Using the left hand, subjects pushed one of two response buttons indicating type of word heard. Performance improved in later trials and emotional words were recognized more quickly regardless of ear presentation. No differences were associated with the separate ear presentations. Equivalent hemispheric performance indicates equal processing sensitivity to four-letter emotional and non-emotional nouns and substantiates the right hemisphere's verbal processing capability for simple nouns.

Acoustic Stimulation↗
PubMed1992

Factor analysis of the level of expressed emotion scale, a questionnaire intended to measure 'perceived expressed emotion'.

When the factor structure and psychometric qualities of the Level of Expressed Emotion scale, an instrument intended to assess patient's perceptions of expressed emotion, were evaluated, three moderately intercorrelated factors emerged, with good internal consistency; these were lack of emotional support, intrusiveness/control, and irritability. This did not quite correspond to the a priori scales described in the original version. As in the original LEE, the three factors add to a total score intended to measure 'perceived expressed emotion'.

Adolescent↗
PubMed1975

On connotative meaning of emotional terms to the blind: a contribution to the study of the phenomenology of emotion.

The present study was aimed toward ascertaining whether the hypothesis that emotional experience is universal and relatively independent of learning is tenable. Two groups of Ss, 25 totally and congenitally blind children and 35 normal college adults (representing groups with widely different life experiences) rated the emotions PRIDE, SADNESS, and ANGER on 15 scales of the semantic differential. The latter were used as the index of emotional states on the assumption that these verbal ratings may be considered as reflecting the inner phenomenological experiences. In accord with the hypothesis there was a high degree of correspondence between the ratings of the two groups, which, it is contended, may be seen as reflecting highly similar emotional experiences. Of 59 t tests comparing the mean ratings of the groups, only three--a chance number--differed significantly, with the differences being of degree only, i.e., both lay on the same side of the mean.

Adolescent↗
PubMed1979

[Effect of behavior changing drugs, imipramine and tranylcypromine, on the composition of the blood and activity of the alkaline leukocytophosphatase of emotive and non-emotive adult male Wistar rats].

The corpuscular composition of the blood and the alcalic leucocytophosphatase (ALP) activity was measured for a total of 40 emotive and non-emotive adult male Wistar rats in order to test the influence of a single dose of imipramine (IMI) and tranylcypromine (TRAN) as well as of IMI and TRAN given in a period of 8 days. Special attention was paid to the reaction type of the animals. Changes in the red and white components of the blood were found due to drug application and to reaction type. The relationship between reaction type and drug application we assumed to exist was confirmed. The ALP activity also changed depending on the type of drug dosage. The assumption that ALP activity is higher for emotive rats than for non-emotive ones was confirmed as well.

Alkaline Phosphatase↗
PubMed1979

[The open-field, non-stressed behavior of rats under the acute and chronic effect of imipramine and tranylcypromine, depending on the individual reaction type (emotional and non-emotional)].

The acute and prolonged effects of imipramine and tranylcypromine were studied on 30 emotive and 30 non-emotive mature male Wistar rats to determine whether the drugs affect the behavior of these two reaction types differently. We found that both drugs change the typical behavior of the rats in the open field, each in a different way. Acute doses of imipramine inhibit symptoms of anxiety as well as the exploratory behavior so that the rats appear totally disinterested in their environment. This finding seems to confirm the assumed central nervous suppressing effects of this drug as mentioned in the literature. Single doses of tranylcypromine have effects similar to those mentioned for imipramine; however, long-term use results in a "vitalisation" of behavior: symptoms of anxiety remain inhibited and exploratory behavior becomes dominant. Both drugs produced a certain "flattening" of behavior. Due to the effects of drugs used, the original behavioral differences without stress disappear. Prolonged use of tranylcypromine makes emotive rats totally non-emotive.

Animals↗
PubMed1979

Benzodiazepine receptors in "emotional" and "non-emotional" mice; comparison of four strains.

The binding of 3H-diazepam to membrane benzodiazepine receptors was examined in four inbred strains of mice. "Emotional" or "anxious" BALB/cJ mice had significantly lower specific benzodiazepine binding when compared with three other "non-emotional" strains. Scatchard analysis demonstrated that the lower specific benzodiazepine binding is the result of a lower density of receptors in the "emotional" BALB/cJ mice. These results reinforce the contention that a system involving the benzodiazepine receptor may play a role in emotional behavior.

Animals↗
PubMed1992

Effects of sedatives on GABA-mediated chloride flux into cerebral cortical microsacs prepared from emotional and non-emotional mice.

Some strains of rats and mice express increased momentary fear or emotionality when exposed to a novel environment. Previous studies have found significantly fewer diazepam binding sites in the brains of Balb/cJ mice compared to C57BL and AKR/J mice and this has been suggested to contribute to the increased emotionally of the 'nervous' Balb strain. The influx of 36Cl into cerebral cortical microsacs was used to functionally assess the effects of GABA, diazepam and pentobarbital in the Balb mice compared to nonemotional animals (C57 and ICR mice). Slight differences in the ability of GABA to increase chloride influx were found among the three strains. Pentobarbital potentiation of GABA-mediated chloride flux was slightly higher in the ICR mice compared to Balb and C57. Diazepam potentiation of the effects of GABA, however, was significantly decreased in the Balb mice, strengthening the hypothesis that the benzodiazepine receptor is involved in mediating animal emotionality.

Analysis of Variance↗
PubMed1978

Interaction between physiological and cognitive determinants of emotions: experimental studies on Schachter's theory of emotions.

This study investigated the interaction between physiological arousal and situation-derived cognitions in the determination of feeling states that is proposed in Schachter's theory of emotions. The degree of bodily arousal was varied by disguised oral administration of a placebo or the sympathicomimetic agent ephedrine. The situational circumstances were varied by instructions offering cues for (a) no emotions ('neutral' control), or the feeling states called (b) 'anger', (c) 'happiness', and (d) anxiety'. The subjects were 72 male students. The dependent variables were blood pressure, heart rate, a list of bodily symptoms, and an adjective check list. The results within the 'anger' and 'happiness' condition were in accordance with Schachter's theory: depending on the type of situation, ephedrine-induced arousal either decreased or increased positive descriptions of mood. The emotional effects of the 'anxiety' condition, however, were independent of the drug-induced arousal level. Contrary to Schachter's theory, anxiety reactions occured also in a state of low physiological arousal and did not increase with increasing arousal.

Anger↗
PubMed1975

Voluntary and involuntary retirement of aged males and their effect of emotional satisfaction, usefulness, self-image, emotional stability, and interpersonal relationships.

There is an ever-growing number of male retirees in the American society. The present study was conducted to try to determine the effect of the voluntary and involuntary retirement on emotional satisfaction, usefulness, self-image, emotional stability, and interpersonal relationships in aged males. Significant differences were found among the participants in each of the areas. Voluntary retirement tends to have a more positive influence on the retiree along each dimension.

Aged↗